Abstract :
Among the Modern Education Movements, “Art Education Movement” emerged as a reaction against the fact that 19th Century Modernism was unilaterally handling human being, and it aimed not only to support fine arts but also aimed to serve renewal of all education by taking inspiration from the soul of fine arts. Effects of this movement on music education course: It showed itself in the following forms: As an opposition to unilateral violin and piano courses, creative music course, songs and folk songs gained importance and thus any active forms of handling with music came to the forefront; being freed from the narrow understanding that it was a course of body health and discipline, exercise was turned into a shaping, in other words, an aesthetic element in physical training by the way of uniting music and gymnastics, and to that end, stage play and dance gained a wide coverage. Taking into consideration the fact that development and strengthening of art education movement were between the years 1900 – 1933, we see the fact that following events cannot be coincidence at all: Kodaly pedagogy which we used as a Specific Method of Music Education was introduced in 1925, Dalcroze Pedagogy was introduced in 1926, and then Orff was introduced between years 1950 – 1952, and Suzuki was introduced in 1974. A variant of “Art Education Movement”, which was shaped in the last quarter of 19th century and leaving its mark on 20th century, is necessary for “21st The Century Knowledge Age”. Just the same way it happened in art education movement which was emerged as a reaction to the negative effects of 19th century modernization, Merciless “Individualist – Egoist” approach of 21st Century ignored emotional and aesthetic development of the human being.
